Creativity is generally considered the human capacity to create original and useful ideas to solve problems (Runco & Jaeger, 2012). Creativity can be classified into two detailed and testable components: convergent and divergent thinking (Guilford, 1967). Convergent thinking is a cognitive process involved in solving a certain problem with only a single solution (Zmigrod, Colzato, & Hommel, 2015). Divergent thinking is the ability to offer unlimited solutions to a single problem and is the key component of creativity (Vincent, Decker, & Mumford, 2002).
The Remote Associates Test (Mednick, 1962) is the typical measurement of convergent thinking creativity. In this test, participants are given three words, such as blue , cake , and cottage , and are required to give the solution word that is associated with these three words ( cheese ). The Alternative Uses Task (Guilford, 1967) is the typical measurement of divergent thinking creativity. In this task, participants must generate as many ideas as possible about the usages of a certain object, such as brick or pen .
According to Hommel (2012), convergent creativity and divergent creativity requires different cognitive control either. Convergent creativity needs strong top-down control which focuses on the search for one idea with well-defined search criteria, whereas divergent creativity needs weak top-down control such that one can switch from one idea to another idea within broad search span with less defined search criteria. Applying this strong/weak top-down cognitive control, one would expect that teas effect on attention brings strong degree of top-down cognitive control, and in turns improve convergent creativity performance. Actually, Isen, Labroo, and Durlach (2004) tested the relationship between iced tea and convergent creativity. They used the Remote Associates Test (Mednick, 1962) to measure convergent creativity. They found that participants who drank iced tea gave more correct answers in the Remote Associates Test than those who drank water. Ein
